Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-07T20:23:59Z No. of bitstreams: 1 TeseCALM.pdf: 3676498 bytes, checksum: 7f77efc72ad152e847d7d4f2f37fbe2b (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-09T13:30:30Z (GMT) No. of bitstreams: 1 TeseCALM.pdf: 3676498 bytes, checksum: 7f77efc72ad152e847d7d4f2f37fbe2b (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-09T13:30:37Z (GMT) No. of bitstreams: 1 TeseCALM.pdf: 3676498 bytes, checksum: 7f77efc72ad152e847d7d4f2f37fbe2b (MD5) / Made available in DSpace on 2017-08-09T13:36:18Z (GMT). No. of bitstreams: 1 TeseCALM.pdf: 3676498 bytes, checksum: 7f77efc72ad152e847d7d4f2f37fbe2b (MD5) Previous issue date: 2017-02-24 / Não recebi financiamento / The reflexions of this study are embedded in a context of continuing training in-school developed under the Online Training Program of Mentors (known as PFOM). It is a set of issues related to teachers of basic education, both teachers' trainers (TT) and beginning teachers (BT). The questions are related to training needs and professional learning (and consequently professional development) of these educators. The central questions were: Considering the development of PFOM, TT mobilized what knowledge, from those indicated in the literature as appropriate to their role? These professionals have presented training needs related to activities concerning the mentorship process? Which were them? Do these needs relate to those reported by the BT followed up? The main objective was: identify the training needs of the TT of PFOM and understand the relation between the knowledge mobilized in their acting as mentors. Methodological design was carried out through qualitative approach having as research object narratives produced by TT and by BT during the participation in the PFOM. Data were analyzed using the content analysis techniques supported by the ATLAS.ti software. Results evidenced that, although the guiding principles of PFOM were the same, each trainer has developed his own interpretations about mentorship processes. Such interpretations were influenced by realities and contexts of individual performances, as well as by tasks performed by these teachers. We identified that during their performance as mentors, TT mobilized the following set of knowledge: i) being able to understand the demands of BT; ii) know to analyse the steps of the training process; iii) know to seek information and make partnerships; iv) know to organize reflections and communications on training practices; v) knowledge of experience, the ability to act in the face of educational practices; vi) know to organize training strategies; vii) know to learn from the relationship between trainer and BT; viii) know to have a good interpersonal relationship. Apparently, TT and BT have presented different training needs. Training needs voiced by TT while performing the role of mentors were configured in the context of management and establishment and organization of strategies in the face of adult education. BT training needs were linked to: indiscipline, literacy, classroom management, inclusion and curriculum of early childhood education. Mentorship contributed to disruption of difficulties faced in the continuing training in-school, allowing a more horizontal formation with the participation of both parties (trainer and subject) in the structuring of the processes. It also met the real needs of participants. Since it is very difficult for a single professional to handle working alone in the training of teachers, it was clear the importance of mobilizing partnerships within the networks and/or educational systems and within school itself. Establishment of support networks proved to be fundamental to meet the training demands presented and favour the processes of continuing training in-service. / A problemática deste estudo está inserida em um contexto de formação continuada (FC) centrada na escola desenvolvida no âmbito do Programa de Formação Online de Mentores (PFOM). Trata-se de um conjunto de questões relacionadas aos professores da educação básica, sejam eles formadores de professores (FP) e professores iniciantes (PI). São indagações referentes às necessidades formativas (NF) e à aprendizagem profissional (e, consequentemente, ao desenvolvimento profissional) desses educadores. Elencamos como questionamentos centrais: Considerando o desenvolvimento do PFOM, os FP mobilizaram quais saberes daqueles indicados na literatura como próprios do papel do formador? Estes profissionais apresentaram NF relacionadas às atividades concernentes aos processos de mentoria? Quais foram elas? Tais necessidades possuem relação com as que foram relatadas pelos professores iniciantes acompanhados? Como objetivo geral, definimos: identificar as NF dos FP participantes do PFOM e compreender a relação entre os saberes mobilizados em sua atuação como mentores. O delineamento metodológico foi realizado por meio da abordagem qualitativa, tendo, como objeto de investigação, as narrativas produzidas pelos formadores de professores e pelos professores iniciantes durante a participação no PFOM. Os dados foram tratados por meio das técnicas de análise de conteúdo com o suporte do software ATLAS.ti. Nos resultados, ficou evidente que, embora as bases de orientação do PFOM tenham sido as mesmas, cada formador desenvolveu suas próprias traduções sobre os processos de mentoria. Tais interpretações foram influenciadas pelas realidades e contextos de atuação individuais, assim como pelas funções exercidas por estes professores. Identificamos que, ao longo da sua atuação na mentoria, os FP mobilizaram o seguinte conjunto de saberes: i) saber entender as demandas de professores iniciantes; ii) saber analisar as ações do processo formativo; iii) saber buscar informações e fazer parcerias; iv) saber organizar reflexões e comunicações sobre as práticas formativas; v) o saber da experiência, o agir diante das práticas educativas; vi) saber organizar estratégias formativas; vii) saber aprender com a relação entre formador e professor iniciante; viii) saber ter uma boa relação interpessoal. Ao que tudo indica, os FP e os PI apresentaram NF distintas. As NF manifestadas pelos FP ao desempenharem a função de mentores configuraram-se nos âmbitos da gestão e do estabelecimento e organização de estratégias ante a formação de adultos. Já as NF dos PI foram ligadas a: indisciplina, alfabetização, manejo da sala de aula, inclusão e currículo da educação infantil. A mentoria contribuiu para o rompimento de dificuldades enfrentadas na FC, possibilitando uma formação mais horizontal e com o envolvimento de ambas as partes (formador e sujeito a ser formado) na estruturação dos processos. Também atendeu às reais necessidades dos professores participantes. Por ser muito difícil um único profissional dar conta de atuar sozinho na formação de professores, ficou clara a importância da mobilização de parcerias dentro das redes e/ou sistemas de ensino e na própria escola. O estabelecimento de redes de apoio mostrou-se fundamental para atender às demandas formativas apresentadas e favorecer os processos de formação continuada em serviço.

Using the “four-selves” Mission Strategy of self-governance, self-support, self-propagation and self-theologizing as an analytical tool, this study assesses the theological training of church leaders (clergy and laity) in the Anglican Church of Kenya (ACK) with regard to context, relevance and viability. Though the ACK has been in Kenya since 1844, and has been involved in vigorous evangelization, it has not grown to be fully self-governing, self-supporting, self-propagating and self-theologizing. This is evidenced mainly by its flawed theological training system which is neither relevant nor viable. The study is in ten Chapters. The first Chapter contains the introductory material, while the second Chapter gives the general overview of the ACK focusing on its growth and training needs. The ACK is a rapidly growing Church experiencing a growth of about 6.7 per cent per annum, yet she is not necessarily happy as she is not able to produce sufficient and well-trained personnel to match this growth. The third Chapter traces the history of pastoral training in the ACK, while Chapter four assesses the curriculum used to prepare church leaders in the ACK. This curriculum is uncontextualised hence irrelevant to the current Kenyan society. Chapter five evaluates the six ACK Provincial Theological Colleges. These colleges are inadequate and economically under-utilized hence not viable. The sixth Chapter underscores the importance of training Lay Church Leaders in the ACK through Theological Education by Extension (TEE), an effective training model which has failed because the ACK leadership has failed to prioritize it. The seventh Chapter discusses the main challenges encountered by the ACK in her leadership training and shows that these challenges are vital measures for improving theological training in the ACK. Chapter Eight examines the relationship between Christian Mission and Theological Training and it comes out clearly that Mission and Theology are inseparable entities. In the ninth Chapter, the author basing his arguments on the various findings in this study suggests some possible ways through which the ACK can improve her training systems. Chapter Ten concludes that if the ACK has to succeed in her mission she has to prioritize the training of her leaders. / Church Spirituality, Church History and Missiology / D. Th. (Missiology)

Theological Education by Extension (TEE) for parishioners is the general area of study. However, focus is placed on the developing of a curriculum, particularly on the problems and challenges around developing of a relevant TEE curriculum. Four different TEE programmes in Botswana were studied. The findings showed that problems were experienced by respondents and others who are involved in TEEs in Botswana. The respondents could identify and describe some of such problems and challenges. Therefore the researcher could arrive at the following conclusion:- Students, staff and all other parties of a TEE must collectively and fully participate in the developing of the curriculum. Moreover, the socio-cultural context influences TEE curriculum; therefore, students need to be trained to respond to such influences in their life situations. Once again, it is important that the curriculum policy and the process of planning take into account of some basic concerns like the theological presuppositions, aims and objectives and basic commitments or foci behind the curriculum. If these concerns are well attended, a more relevant TEE curriculum can be developed. / Philosophy, Practical and Systematic Theology / Th. M. (Practical Theology)

A productive workforce is recognized as the primary resource for all organizations. Workforce training and constant retraining must be a priority. The trainers' role to add value in this process is recognised. The general aim of this research was to ascertain the correlation and difference between trainer competency and psychological optimisation. The following measurement instruments were used in the study - TCQ, POI, SOCq and SCS. This study was conducted among 57 trainers working for a large transport organisation. Through a literature survey, training and psychological optimisation were defined and a personality profile of the competent trainer integrated with that of the psychological optimal functioning individual. Through an empirical study, the correlation and difference between trainer competency and psychological optimisation were determined. Supporting evidence, although not enough, indicates a correlation between trainer competency and psychological optimisation, and a difference in psychological optimisation between the high and low trainer competency groups. / Industrial and Organisational Psychology / M. Admin. (Industrial Psychology)

Comme dans la quasi-totalité des pays, les autorités éducatives en Syrie ont des préoccupations quant à l’amélioration de la qualité de l’enseignement et quant aux réformes qu’elles cherchent à mettre en œuvre pour donner aux enseignants la possibilité d’acquérir les nouvelles connaissances et compétences avant et une fois qu’ils exercent leur métier, surtout dans le contexte du changement économique et social de grande ampleur que vit le monde aujourd’hui. La complexification du contexte éducatif a amené les autorités pédagogiques syriennes à accorder une attention particulière aux programmes de la formation initiale et continuée des enseignants. Pour juger de l’efficacité des programmes de formation continue qui existent actuellement en Syrie, la présente thèse s’est fixée comme objectif d’analyser les impacts de ces programmes sur l’amélioration des compétences professionnelles des enseignants. Il ressort des analyses que les programmes de formation continue suivis en Syrie sont positivement corrélés à l’ensemble des compétences professionnelles des enseignants de l’échantillon. Les programmes de formation continue génèrent, d’après les estimations des membres de l’échantillon, une grande différence dans le niveau général de leur travail professionnel. Les analyses ont abouti également à la conclusion que d’autres facteurs jouent dans l’amélioration des compétences des enseignants. L’indicateur de la formation continue est donc statistiquement plus significatif si cette dernière s’adhère aux autres facteurs. / As in nearly all countries, educational authorities in Syria have concerns about improving the quality of education and about there forms they seek to implement to give teachers the opportunity to acquire new knowledge and skills before and once they start teaching, especially in the context of economic and social change of the magnitude the world lives today. The complexity of the educational context has led the Syrian educational authorities to pay particular attention to programs for initial and continuous training of teachers.To assess the effectiveness of continuous training programs that currently exist in Syria, this thesis has set as its objective to analyze the impact of these programs on the improvement of professional skills of teachers. The statistical analysis shows that continuous training programs followed in Syria are positively correlated with all the professional skills of teachers in the sample. The continuous training programs generate, according to the estimates of the sample, a big difference in the overall level of their professional work. The analysis concludes that other factors play also a role in improving the skills of teachers. The indicator of continuous training programs is statistically significant if it adheres to other factors.

Following the discovery oil in Saudi Arabia, five year plans for economic development and modernization followed. Foreign workers were needed to provide skills required for the projects. Although most of the major projects have been completed, a high percentage of foreign workers continue to be employed in the kingdom.

The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5)the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizerThis study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy-andragogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy-andragogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy-andragogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry.:CHAPTER I INTRODUCTION A. Research Background B. Problem Identification C. Research Focus D. Formulations of the Problem E. Research Objectives F. Significances of the Research CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. The Concept of Vocational 2. Philosophy of Vocational Education 3. Theory and Assumption of Vocational Education 4. The Theory of Adult Learning 5. Adult Learning Frameworks in Vocational Education 6. Andragogy in Vocational Education 7. Employability Skills 8. Human Resource Management –Vocational Teacher 9. The Professional of Vocational Teacher 10. Needs Analysis 11. Competencies Needs Analysis 12. Training Needs Analysis 13. Fuzzy Delphi Technique 14. Analytic Hierarchy Process 15. Vocational Teacher Performance Evaluation 16. Importance Performance Analysis B. Conceptual Framework C. Relevance Research D. Research Question CHAPTER III RESEARCH METHOD A. Research Approach B. Qualitative Method 1. Research Location 2. Source of Data 3. Data Generating Technique 4. Analysis Data Technique 5. Data Credibility 6. Preliminary Findings Formulation C. Quantitative Method 1. Data Collecting Technique 2. Research Instruments 3. Analysis Data Technique D. Time and Place Research E. Data Analysis in Qualitative Quantitative Method CHAPTER IV FINDINGS AND DISCUSSION A. Findings 1. Vocational Teacher Conditions 2. Teachers Competency with Balinese Local Wisdom 3. The Criterion Competencies of Vocational Teacher 4. The Importance Competencies of Vocational Teacher 5. The Actual Competency of Vocational Teacher 6. Competency Gaps Analysis using IPA 7. Training Priority Order B. Discussion C. Limitation of Research CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCES

This diploma thesis deals with the area of further education of civil servants at the level of the central government and its aim is to critically evaluate further education at selected departments in connection with the introduction of Act No. 234/2014 Coll., which came into force on the 1st January 2015. The thesis describes how the Civil Service Act influences the further education of central government officials, it outlines the key issues that are related to the education of central government officials and shows what are the problems that central government officials encounter in the field of further education. The research project is the case study, which included public policy documents related to the topic of further education and data collected through in-depth interviews with ten officials of two selected departments and two representatives of the human resources department, was used. Based on the thematic analysis, key issues of further education of central government officials were identified: educational needs, meeting educational needs, sources of information retrieval, and a official exam. Problems encountered by central government officials in the field of further education are part of these issues.

Выпускная квалификационная работа “Анализ компетенции системного мышления в компании GUDSR, Екатеринбург, Российская Федерация” в форме магистерской диссертации выполнена на 107 листах (формат А4, шрифт Times New Roman, размер шрифта 14, интервал между строками 2), без вложений. Количество таблиц – 12 (без учета вложений). Количество рисунков – 22 (без учета вложений). Ключевые термины: Профессиональные компетенции, управление компетенциями, модель компетенций, оценка потребностей в обучении, развитие компетенций, системное мышление. Выпускная квалификационная работа состоит из реферата, Введения, 5 глав, рекомендаций по предложениям, заключения, библиографии и приложения. В теоретической части представлено определение компетенции системного мышления, компетентностная модель, оценка эффективности и развитие компетенций. В практической части описываются общие характеристики исследуемой компании, анализ сотрудников, методология и инструменты исследования, и его результаты. На основе этих результатов было выдвинуто несколько предложений по развитию компетенции системного мышления и программа, как повысить уровень компетенции системного мышления в компании GUDSR. / Final qualifying work “Analysis of the Systems thinking competency at the GUDSR company, in Yekaterinburg, Russian Federation” in the form of Master thesis is performed on 107 sheets (A4 format, font Times New Roman, font size 14, 2 line spacing), excluding attachments. Number of tables – 12 (excluding attachments). The number of figures – 22 (excluding attachments). Key terms: Job competencies, competency management, competency model, training needs assessment, competency development, Systems thinking. Final qualifying work consists in Abstract, Introduction, 5 chapters, proposal recommendations, conclusion, bibliography and appendix. In the theoretical part it presents the definition of Systems thinking competency, competence model, performance evaluation and competence development. The practical part describes the general characteristics of the investigated company, the analysis of employees, methodology and instruments of research and its results. Based on these results, there were several proposals of Systems thinking competency development and the program how to arise the level of Systems thinking competency in the GUDSR company.

The purpose of this study was to identify the training needs of different generations of adult learners within a corporate company within SA. Training needs were identified through interviews. Qualitative interviews were conducted with learners from each of the generations. This was a case study and the population was taken from a company within SA. Data was collected through interviews with different generations of adult learners, as well as the field notes of the researcher before, during, and after the interviews. The interviews were transcribed. The data was coded and categories were identified. This was done through inductive and abductive reasoning. From the categories, data were placed into themes. From these themes, findings were made regarding the training needs of different generations. Recommendations were made that can significantly impact the approach companies take towards training different generations of adult learners. Research limitations were described, and recommendations for future study. / Adult Basic Education (ABET) / M. Ed. (Adult Education)